Restaurant Integrated Unit- Darcie Pike-Wilkie
This
Restaurant Integrated unit was designed as an inquiry based unit that could
last up to 20 days and incorporate many areas of the curriculum, with a focus
on Early Literacy, Early Numeracy, Technology, and Creative Development. This
particular unit took place during November and December 2012.
Reason for choosing to develop this
new unit: Many of the children in my class choose to
visit the dramatic play area each day to play with the kitchen set and play
food. They play restaurant/store/house with each other. I see them taking each
other’s orders, serving, cleaning, and ringing in the bills on the cash
register. I would like to use their natural play environment as a platform to
introduce the Restaurant integrated unit. It is my intention to put curriculum
and instruction together in an integrated way that makes sense for the
children. I also want to consider the multiple intelligences as I plan and
prepare the unit. It is my hope that the children will take the lead in the
direction of this unit and that we will be able to make connections across
curriculum areas in order to ultimately have experiences that can carry over
into meaningful life situations- children re-enact life to learn about life!
Fogarty’s Models of Curriculum
Integration that may be used: Webbed
Subject areas that will be
integrated: Early
Literacy, Early Numeracy, Technology, and Creative Development
Grade Level-Kindergarten
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Curriculum Areas:
Early Literacy, Creative Development,
Early Numeracy, Technology
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Unit Questions:
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Unit Questions
|
What
do we already know about restaurants?
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What
restaurants have you been to, or would like to go to?
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Who
works in a restaurant? What do they do?
|
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What
questions do we have about restaurants? How can we find the answers to our
questions?
|
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What
type of restaurant do we want to create in our classroom?
|
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How
can we set up a restaurant in our classroom?
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What
do we need to create a restaurant in our classroom?
|
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What
did we learn about restaurants during this unit?
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Are
children able to identify which groups have more, less, or are equivalent?
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How
do the children use the props placed in the sensory tub?
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Can
the child count the number in a group to 6 independently?
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Can
the child show a given number two ways
concretely and name the two parts?
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How
are the children participating in the shared reading?
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Can
the child determine the number in a group to 10?
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Can
the child create sets of a given number 0-10?
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Can
the child combine two amounts rolled on the dice and represent that number?
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Are
children developing an awareness/independence as they create a picture menu
on the computer? What support needs to
be offered?
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Materials Required
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Books
|
Supplies
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Technology
|
The
Little Red Hen (Makes A Pizza) Retold by Philemon Sturges
Dim
Sum For Everyone by Grace Lin
Dad’s
Hamburger by Kris Bonnell
Little
Nino’s Pizzeria by Karen Barbour
Pete’s
A Pizza by William Steig
Pizza
Pat by Rita Golden Gelman
Pizza
for Sam by Mary Labatt
Pizza
Party by Grace Maccarone
The
Best Chef in Second Grade by Katherine Kenah
DW
The Picky Eater by Marc Brown
Huggly’s
Pizza by Tedd Arnold
Curious
George and the Pizza by Margret and HA Rey
Nothing
Beats a Pizza by Loris Lesynski
Dragon
Pizzeria by Mary Morgan
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Chart paper,
markers, paper chef hat, apron, cooking, baking utensils, fast food
containers- pizza boxes, hamburger containers, etc…, Play food- bought and
created from felt and fun foam, laminating pouches, tissue paper, Play-dough,
Play- dough tools,
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computer, printer,
digital camera, Pinterest,
Movie-Maker, Youtube, Tux Paint computer
program, Laminator
|
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Assessments
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Before
Learning Activities
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During
Learning Activities
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After
Learning Activities
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Discussion-Mind map
Questioning
KWL Chart
Photos
PAST
Portfolios
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Observation
Questioning
Development of KWL Chart
Photos
Portfolios
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Questioning
KWL Chart
Photos
PAST
Portfolios
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Accommodations
|
Differentiate based on needs and
strengths- See individual lesson plans
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Connections Between
Home & School
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Letter
to home- field trip to Alberton Bakery- a restaurant owned by a grandmother
of a child in the class. DVD slideshow learning story detailing the
development of the unit-to be sent home with each child.
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Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
1
Lesson Title/Activity
|
Mind-Map What
Do We Know About Restaurants?
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Curriculum Strand
|
Early
Literacy
|
Outcome/Objective
|
Speaking
& Listening: 1.1 Express feelings and opinions and describe personal
experiences and interests
1.2 Listen
to ideas and opinions of others
1.5
Participates in conversations and in small and whole-group discussions
|
Rationale
|
Mind-Map-
To determine and record what the children already know about restaurants.
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Question
|
What
do we already know about restaurants?
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Assessment Methods
|
Anecdotal
Notes- photo of mind map
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Differentiated Instruction
Accommodations/Modifications
|
Following
large group discussion, ask the students who may not have responded in the
large group if they would like to share what they know so it can go on the
mind-map.
|
Resources/Materials
|
Chart
paper, Markers, Chef hat, apron, spatula, camera
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
During
Morning Meeting in Large Group-Hook-Teacher
will wear a chef hat and apron, will hold a spatula. Ask children if they
know what Teacher is dressed up as- expecting to hear response of chef/cook.
Teacher will ask where a chef/cook works expecting to hear the response, in a
restaurant. We will begin a Mind-Map
with all the things the children already know about restaurants. Take a photo
of the mind-map to use for the slideshow
Place
the chef hat, apron, and spatula in Dramatic Play Center and see if and how
the children use the new materials.
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Reflection
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Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
2
Lesson Title/Activity
|
KWL Chart
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Curriculum Strand
|
Early
Literacy
|
Outcome/Objective
|
Speaking
& Listening: 1.3 Begin to ask and respond to questions, seeking help or
information
|
Rationale
|
To
record what the children already know about restaurants, from the previous
lessons Mind-Map, to draw out and record the questions they have about
restaurants, what they want to learn, and to leave a place that can be
revisited to document what answers we get to our questions as the unit
progresses.
|
Question
|
What
questions do we have about restaurants? How can we find the answers to our
questions?
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Assessment Methods
|
KWL
Chart- Anecdotal notes
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Differentiated Instruction
Accommodations/Modifications
|
Following
large group discussion, ask the students who may not have responded in the
large group if they would like to share their questions so they can go on the
KWL Chart
|
Resources/Materials
|
Chart
Paper, markers, camera, pretend moustaches
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Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
During
Morning Meeting in large group-Ask children if they questions or are
wondering anything about restaurants. Record the questions/wonderings in the
W section of the KWL Chart. If the children need support in asking questions,
show them the “Handy Five” visual that helps them ask questions.
At
learning center time when children are engaged in activities of their own
choosing, draw children out one at a time and photograph them one at a time
wearing a pretend moustache. Once the photos have been developed, create a
bulletin board that posts the child’s question beside their photo. Title the
Bulletin Board, “I ‘Moustache’ You A
Question”
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Reflection
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Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
3
Lesson Title/Activity
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My Favourite Restaurant
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Curriculum Strand
|
Early
Literacy- Writing
|
Outcome/Objective
|
Writing
& Representing: 4.1 Understand that print (illustrations and symbols)
carries a message
4.3
Write simple messages
4.5
Develop the concept of directionality
4.8 Uses letters to represent the
predominant sounds in words
|
Rationale
|
Children
will write about their favourite restaurant
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Question
|
What
restaurant do you like?
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Assessment Methods
|
Anecdotal
Notes, writing sample, portfolio
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Differentiated Instruction
Accommodations/Modifications
|
Scaffold
writing individually as the children visit the writing table in small groups.
Record info on sticky-notes. For children who may have not visited a
restaurant before, ask them which one they would like to visit if they could.
|
Resources/Materials
|
Writing
paper, pencils, sticky notes
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Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
small groups, children will write about their favourite restaurant. Record on
a sticky note any teaching points, connections that the children made,
independent work, or ah-ha moments. Save writing piece and put in the child’s
writing folder.
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Reflection
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______________________________________________________________________________________________________________________
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
4
Lesson Title/Activity
|
Who Works In A Restaurant? What Do They
Do?
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Curriculum Strand
|
Early
Literacy
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Outcome/Objective
|
(Presenting
to the group)
|
Rationale
|
Children
will write about who works in a restaurant and what they do
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Question
|
Who
works in a restaurant? What do they do?
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Assessment Methods
|
Anecdotal
Notes- Photographs
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Differentiated Instruction
Accommodations/Modifications
|
Scaffold
writing individually as the children visit the writing table in small groups.
Record info on sticky-notes
|
Resources/Materials
|
Paper,
pencils, camera, pocket chart, sentence strips, created vocabulary cards
depicting various workers in a restaurant
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Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
Have
a large group discussion using a vocabulary list in a pocket chart of who
works in a restaurant and what their role is in the restaurant. In small
groups, at the writing table, have the children write about one person who
works in a restaurant and what their role is in the restaurant. . Record on a
sticky note any teaching points, connections that the children made,
independent work, or ah-ha moments. Have children read their writing as each
child takes a turn in the “author’s
chair”. Take photo of child as
they present to the class. Save writing piece and photo to put in the child’s
writing folder.
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Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
5
Lesson Title/Activity
|
Do The Dishes (Day
1- NO WATER IN SENSORY TUB)( Day 2-PUT WATER IN TUB)
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Curriculum Strand
|
Creative
Development
|
Outcome/Objective
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1:3
represent and express ideas and feeling through play
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Rationale
|
To
observe how the children use the items placed in the sensory tub
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Question
|
How
do the children use the props placed in the sensory tub?
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Assessment Methods
|
Photographs,
anecdotal notes
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Differentiated Instruction
Accommodations/Modifications
|
In
small groups during Learning Center time… Have a step-stool for children who
may have difficulty reaching into the sensory tub comfortably
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Resources/Materials
|
Sensory
Tub, dish pan, dish-drying rack, children’s pots, pans, dishes, cutlery, dish
clothes, dish towels, sponges, water, dish soap, camera, sticky notes to
record conversations, comments
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
Read
the text The Little Red Hen (Makes A Pizza) – a story where the characters in
the story do not help the hen make the pizza, but indulge in eating it. The
surprise in the story comes when the characters agree to wash the dishes
after eating In small groups, during Learning Center time, children play with
materials placed in the sensory tub. Photograph the children and take
anecdotal notes as they play and interact with each other and the materials.
Note differences in behaviours and interest as water and dish soap are placed
in the tub on day two.
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Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
6
Lesson Title/Activity
|
“Dot-mocracy”
|
Curriculum Strand
|
Early
Numeracy
|
Outcome/Objective
|
Number:
1.1 Count in a variety of ways
1.2 Explore a variety of
physical representations of numbers
1.3 Count to determine the
number in a group (0-10)
|
Rationale
|
Using
“Dot-mocracy” determine the
children’s preference in creating a restaurant in our classroom’s Dramatic
Play area. Would they prefer creating a pizza place or a hamburger place?
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Question
|
What
type of restaurant do we want to create in our classroom?
|
Assessment Methods
|
Photograph
of the chart, anecdotal notes
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Differentiated Instruction
Accommodations/Modifications
|
During
cardinal counting of the dots, if a child needs support counting, do hand
over hand pointing and counting so the child feels, sees, and hears what one
to one counting is. Support child if needed as child tally’s up the numbers
and records them on the chart.
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Resources/Materials
|
Chart
paper, markers, large sticky dots, camera, sticky notes to record any
scaffolding, conversations…
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
During
large group time at meeting time- “Dot-mocracy”
Chart- Children will record their preference for creating either a pizza
place or hamburger place in the dramatic Play Area of the classroom by
placing their sticky dot in the appropriate place of the t-chart. The Shining
Star of the day will come up and tally up the numbers and record them on the
chart. We will have a class discussion on which group has more votes, which
has less…and if there is a tie, then what could we do? Photograph the chart
to use in the slideshow.
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Reflection
|
Restaurant Integrated Unit- Darcie Pike-Wilkie
Lesson
7
Lesson Title/Activity
|
Our Own Restaurant ***(Will take several days-based on
interest and ideas of the children)
|
Curriculum Strand
|
Early
Literacy/ Creative Development
|
Outcome/Objective
|
Speaking & Listening: 1.1 Express feelings and
opinions and describe personal experiences and interests
1.2 Listen
to the ideas and opinions of others
1.5
Participates in conversations and in small and whole-group discussion
Creative Development:1.2 Express ideas and feelings
creatively through artistic expression
1.3
Represent and express ideas and feelings through play
|
Rationale
|
To
record what the children’s ideas are as to what is needed to create a
restaurant in our classroom’s Dramatic Play area.
|
Question
|
How
can we set up a restaurant in our classroom? What do we need to create a restaurant in our
classroom?
|
Assessment Methods
|
Anecdotal
Notes, photographs
|
Differentiated Instruction
Accommodations/Modifications
|
Have
a variety of paint brush sizes available for use. (fine motor)
|
Resources/Materials
|
Chart
paper, markers, camera, supplies as suggested by the children to create the
restaurant in our Dramatic Play area
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
large group, have discussion and then list ideas of all the things we need to
create the restaurant on chart paper. To elicit responses, teacher may need
to ask questions such as…As a customer how do I know what I can order? How
does the waiter/waitress keep track of what the customer orders? What does
the cook need in the kitchen? How do we clean the restaurant? ... Teacher and
children will then collect and create needed materials for our restaurant.
Let the transformation begin!!! Photograph the Dramatic Play area before the
children get to work on the transformation. Also photograph the activities
the children participate in as they transform the area. Photograph the
children as they play and use the area during Learning Center time. Save
photos for children’s portfolios and slideshow.
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Reflection
|
Before Transformation
What The Children Suggested We Need...
The Bunny Rabbit Restaurant
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
8
Lesson Title/Activity
|
Roll-A-Pizza
|
Curriculum Strand
|
Early
Numeracy
|
Outcome/Objective
|
Number:
1.1 Count in a variety of ways
1.2 Explore a variety of
physical representations of numbers
1.3 Count to determine the
number in a group (0-10)
|
Rationale
|
To
construct a pizza based on rolling the cube, following the criteria as
outlined in the guide sheet
|
Question
|
Can
the child count the number in a group to 6 independently?
|
Assessment Methods
|
Photos,
Anecdotal notes, individual’s “pizza”
constructed through the game
|
Differentiated Instruction
Accommodations/Modifications
|
Help
with one-to-one counting by doing hand-over-hand counting when needed.
(Point, touch and count the items aloud)
|
Resources/Materials
|
Brown
round circles cut to look like pizza crust, glue sticks, paper cut-outs of pizza toppings, dice,
criteria sheet, camera, sticky notes
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
small groups- children are given a round paper pizza crust. They are to roll
the dice. Based on their roll, they create their pizza using the criteria
sheet as a guide. Children glue their items on their pizza crust. Finished
pizza can go in the child’s math journal
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Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
9
Lesson Title/Activity
|
Favourite Pizza Topping
|
Curriculum Strand
|
Early
Numeracy
|
Outcome/Objective
|
Number:
1.6 Determine which group has more, which group has less, or which are
equivalent
|
Rationale
|
For
children to predict which pizza topping will be rolled on the dice ten times
first and then to roll the dice and find out which topping is actually rolled
ten times first
|
Question
|
Are
children able to identify which groups have more, less, or are equivalent?
|
Assessment Methods
|
Anecdotal
notes
|
Differentiated Instruction
Accommodations/Modifications
|
Assist
children as needed with counting one-to-one, counting on,
|
Resources/Materials
|
Dice
depicting one pizza topping on each side of the dice, laminated favourite
topping graph sheet, counters to cover graph area as rolled on dice, camera
to photograph children as they play the game.
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
small groups, have children predict which pizza topping will be rolled ten
times first. Then have children take turns rolling the dice and recording on
the laminated graph sheet using counters, the topping that is rolled each
time. Teacher will scaffold learning by asking questions such as… how many
times has mushroom been rolled, are there any items that have been rolled the
same amount of times, which one has the most, which one has the least, how
many more times does the cheese have to be rolled to make ten…
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
10
Lesson Title/Activity
|
Add-A-Pizza
|
Curriculum Strand
|
Early
Numeracy
|
Outcome/Objective
|
Number:
1.2 Explore a variety of physical representations of numbers
1.3 Count to determine the
number in a group 0-10
1.5 Show a given number two ways
concretely and name the two parts
|
Rationale
|
For
children to roll two dice, combine the amounts and cover the corresponding
number on the laminated pizza template that is provided.
|
Question
|
Can
the child show a given number two ways
concretely and name the two parts?
|
Assessment Methods
|
Anecdotal
notes, photos
|
Differentiated Instruction
Accommodations/Modifications
|
For
children who are ready for counting on, show them the strategy of taking the
bigger of the two numbers, saying that number aloud, and then adding the
smaller number to it. Have a number line to twelve available for children who
may need it to reference. Help with one-to-one counting as needed. Have
counters available for counting.
|
Resources/Materials
|
Laminated
pizza templates depicting numbers 2-12, two die, number line depicting 1-12,
counters to cover numbers on pizza that are rolled, camera, sticky notes
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
small groups- give each child a laminated pizza template depicting numbers
2-12. Provide children with counters to cover the numbers. Children take turns
rolling two dice, combining the amounts, and covering the corresponding
number on their pizza. If children roll an amount that was already covered on
their pizza, they may take another turn. Continue playing until all players
have covered all the numbers on their pizza.
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
11
Lesson Title/Activity
|
Shared Reading Sentence Strips “I like _____ and _____”.
|
Curriculum Strand
|
Early
Literacy
|
Outcome/Objective
|
Reading
& Viewing 3.1 Regard reading/viewing as sources of interest, enjoyment,
and information
3.2 Understand
basic concepts of print including directionality, word, letter, space, and
sound
3.3 Engage in
reading or reading-like behaviour as they experience a variety of literature
3.4 use picture cues
and prior knowledge to make sense of unfamiliar text
3.5 use
knowledge of oral language to make sense of unfamiliar text
3.6 begin to use knowledge of
sound/letter relationship to problem solve unknown words
3.7 begin to
match one-to-one spoken to printed word
3.8 begin to
recognize some sight words, environmental print, and words that have personal
significance
|
Rationale
|
To
have children choral read the sentence strips introducing the sight words “like” and “and”
|
Question
|
How
are the children participating in the shared reading?
|
Assessment Methods
|
Anecdotal
notes
|
Differentiated Instruction
Accommodations/Modifications
|
As
children are asked to come up the sentence strips to point at various words
or text features with a pointer, offer support where needed. Have sentences
at an appropriate level so all children can reach comfortably with the
pointer.
|
Resources/Materials
|
Sentence
strips, pocket chart, marker, pictures of food items
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
During
large group time- Have the various sentences printed on sentence strips and
placed in the pocket chart. Have photographs to support the text. (See photo)
Have class choral read the sentences after having introduced the sight words
“like” and “and”. (I made sure to use the new sight words in my daily message
using magnetic letters before reading the sentence strips) Have children take turns and ask them to
come up and use the pointer to help find certain words or text features.
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
12
Lesson Title/Activity
|
My Favourite Food Tally
|
Curriculum Strand
|
Early
Numeracy
|
Outcome/Objective
|
Number
1.1 Count in a variety of ways
1.2 Explore the physical
representations of numbers
1.3 Count to determine the
number in a group 0-10
1.6 Determine which group has
more, which group has less, or which group are equivalent
|
Rationale
|
To
have children show their favourite fast food by writing their name in the appropriate
area on a graph showing various fast food items. Class will tally up the
results and see which food item was chosen the most, the least, or if any
were equal.
|
Question
|
Are
children able to identify which groups have more, less, or are equivalent?
|
Assessment Methods
|
Anecdotal
Notes, Photograph
|
Differentiated Instruction
Accommodations/Modifications
|
Have
chart at a comfortable level so everyone can reach. Help tally using 1:1
counting if needed.
|
Resources/Materials
|
Chart
paper, pictures of fast food items, marker
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
Create
a graph depicting four popular fast food menu items. Have the children write
their name in the appropriate place expressing their favourite food item.
Shining star may come up and help tally up the results with the support of
classmates and teacher if needed. Determine which food item has been selected
as favourite the most, the least, and if any food items were liked equally.
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
13
Lesson Title/Activity
|
Would You Like Pie With That?
|
Curriculum Strand
|
Early
Numeracy
|
Outcome/Objective
|
Number
1.1 Count in a variety of ways
1.2 Explore a variety of
physical representations of numbers
1.3 Count to determine the
number in a group 0-10
1.4 Create sets of a given
number 0-10
|
Rationale
|
To
determine if the child can determine the number in a group to 10
|
Question
|
Can
the child determine the number in a group to 10? Can the child create sets of
a given n umber 0-10?
|
Assessment Methods
|
Anecdotal
notes detailing independence or support required to complete task
|
Differentiated Instruction
Accommodations/Modifications
|
Hand-over-hand
counting as needed. Have number line or number cards with corresponding dots
available
|
Resources/Materials
|
Cotton
balls, cool whip dish. Tongs, pie pictures with numbers from 0-10 on them
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
small groups, the children will be given a variety of pies with numbers 0-10.
The child must use the tongs and place the correct number of cotton balls
(Coolwhip blobs) on the pie.
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
14
Lesson Title/Activity
|
Flipping Pancakes
|
Curriculum Strand
|
Early
Literacy
|
Outcome/Objective
|
Reading
and Viewing 3.9 Name most of the letters of the alphabet in context
|
Rationale
|
To
determine if the child can identify letters of the alphabet
|
Question
|
Can
the child create sets of a given n umber 0-10?
|
Assessment Methods
|
Anecdotal
notes
|
Differentiated Instruction
Accommodations/Modifications
|
Use
children’s names, word wall, to make
connections if needed. Support learning by asking the sound it makes. Could
ask child to print the letter on paper
|
Resources/Materials
|
Fun
foam for pancakes, marker to print letters on the pancakes, spatula, plates
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
small groups, have the children take turns using the spatula to flip over a
pancake, and identify the letter on the pancake. The child may keep the
pancake they identify on their own plate.
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
15
Lesson Title/Activity
|
How Many Candles on the Birthday Cake?
|
Curriculum Strand
|
Early
Numeracy
|
Outcome/Objective
|
Number:
1.2 Explore a variety of physical representations of numbers
1.3 Count to determine the
number in a group 0-10
1.5 Show a given number two
ways concretely and name the two parts
|
Rationale
|
To
determine if the child can combine the two amounts rolled on the dice and
represent that number using the correct number of candles.
|
Question
|
Can
the child combine two amounts rolled on the dice and represent that number?
|
Assessment Methods
|
Anecdotal
notes
|
Differentiated Instruction
Accommodations/Modifications
|
Have
number line/ counters available. Use hand-over-hand one-to-one counting when
needed. Introduce “counting on” when/if child is ready
|
Resources/Materials
|
Birthday
cake template for each student, dice, party hats
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
Read
DW The Picky Eater by Marc
Brown. After reading and discussing that sometimes we go to restaurants to
celebrate someone’s birthday, introduce this game. In small groups, the
children will take turns rolling two dice, combining the amounts, and
representing that number using candles on a cake.
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
16
Lesson Title/Activity
|
Syllable Burgers
|
Curriculum Strand
|
Early
Literacy/ Phonological Awareness
|
Outcome/Objective
|
Early
Literacy/ Phonological Awareness 2.2- Begins to segment and blend words into
syllables
|
Rationale
|
To
determine if the children can independently segment words into syllables and
identify how many syllables are in a spoken word
|
Question
|
How
many syllables are in a spoken word?
|
Assessment Methods
|
Anecdotal
notes on attached assessment sheet *** (Developing skills for next PAST
assessment in January)
|
Differentiated Instruction
Accommodations/Modifications
|
Have
counters available for children who may need a visual as they count the
syllables
|
Resources/Materials
|
Pictures
of food items, styrofoam hamburger trays, picture of hamburgers with one
patty, two patties, and three patties, counters, numbers 1,2,3, assessment
sheet, pencil
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
Children
will be asked to choose a styrofoam hamburger container, which has a picture
of a food item inside. After identifying the food item, the children will
determine how many syllables are in that word and will then place the card in
the hamburger tray that depicts hamburgers with the appropriate numbers on
it. (the number one tray will have a
have a hamburger with one patty on it, the number two hamburger will have two
patties, and the number three will have three patties)
|
Reflection
|
Syllable Burger Assessment Date_______________________
I-Independent D- Developing N/A- Needs Assistance
Child’s Name
|
Turn
one
|
Turn
two
|
Turn
Three
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
17
Lesson Title/Activity
|
Spaghetti and Meatballs
|
Curriculum Strand
|
Early
Literacy
|
Outcome/Objective
|
Reading
and Viewing: Begin to recognize some sight words, environmental print, and
words that have personal significance
|
Rationale
|
To
determine which words the children can identify independently and with
support.
|
Question
|
Which
words (sight, environmental, and personally significant) are identified by
each student?
|
Assessment Methods
|
Anecdotal
Notes, See assessment sheet attached
|
Differentiated Instruction
Accommodations/Modifications
|
Do
not only use sight words- Have children’s names on meatballs as
familiar words, also environmental- printed words
|
Resources/Materials
|
Yarn-
to look like spaghetti, meatballs-made from brown construction paper- with
sight words and familiar words written on them, tongs- to pick meatballs out
of spaghetti, colander or bowl to place spaghetti and meatballs in, paper to
write words on, pencils
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
small groups, the children will use the tongs to pick a meatball out of the
spaghetti, identify the word on the meatball, and write the word on paper
provided. Teacher will record if the student was able to correctly identify
the word or if they required support.
|
Spaghetti and Meatballs Assessment
Name
|
Words Identified
Independently
|
Words Requiring
Support
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
18
Lesson Title/Activity
|
Picture Menu (Tux Paint)
|
Curriculum Strand
|
Technology
(Journey On)
|
Outcome/Objective
|
Technology
B1.1 login-in, open and close a
program, open, save, and close a file with mouse
Technology
A5.1 create illustrations or graphics
by using the various drawing tools
|
Rationale
|
To
determine the level of awareness /independence that each child experiences as
he/she creates a picture menu for our classroom restaurant using Tux Paint
|
Question
|
Are
children developing an awareness/independence as they create a picture menu
for our classroom menu? What support
needs to be offered?
|
Assessment Methods
|
Anecdotal
notes…see attached assessment form
|
Differentiated Instruction
Accommodations/Modifications
|
Student
log-in information cards, keyboard with large,
stickered,
bold-lettered keys available if needed
|
Resources/Materials
|
Computers,
paper
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
In
small groups (2-3 students), in the computer lab. Have each child log-in
using their username and passwords. Have them open the program Tux Paint.
Children will select (click and drag) various items to put on their picture
menu for our classroom restaurant. They will then put their name on their
page either by typing on the keys or freehand, dragging their mouse. Children
will then print out their page. Each child’s page will be laminated and put
into a class menu that will be placed in the classroom restaurant. This
activity could span several days.
|
Reflection
|
***New
Assessment Form:
Tux-
Paint Menu
G-
Guided I- Independent
Name
|
Log-in
|
Open
Program
|
Close
Program
|
Save Program
|
Create Graphics/
Illustrations
|
Comments
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
19
Lesson Title/Activity
|
Build –A- Burger Shared Reading
|
Curriculum Strand
|
Early
Literacy
|
Outcome/Objective
|
Reading
& Viewing 3.1 Regard reading/viewing as sources of interest, enjoyment,
and information
3.2 Understand
basic concepts of print including directionality, word, letter, space, and
sound
3.3 Engage in
reading or reading-like behaviour as they experience a variety of literature
3.4 use picture cues
and prior knowledge to make sense of unfamiliar text
3.5 use
knowledge of oral language to make sense of unfamiliar text
3.6 begin to
use knowledge of sound/letter relationship to problem solve unknown words
3.7 begin to
match one-to-one spoken to printed word
3.8 begin to
recognize some sight words, environmental print, and words that have personal
significance
|
Rationale
|
To
have children choral read the sentence strips
|
Question
|
How
are the children participating in the shared reading?
|
Assessment Methods
|
Anecdotal
notes
|
Differentiated Instruction
Accommodations/Modifications
|
As
children are asked to come up the sentence strips to point at various words
or text features with a pointer, offer support where needed. Have sentences
at an appropriate level so all children can reach comfortably with the
pointer.
|
Resources/Materials
|
Pocket
chart, sentence strip papers, photos of parts of a hamburger, marker. pointer
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
During
large group time- Have the various sentences printed on sentence strips and
placed in the pocket chart. Have photographs to support the text. (See photo)
Have class choral read the sentences.
Have
children take turns and ask them to come up and use the pointer to help find
certain words or text features.
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
20
Lesson Title/Activity
|
There Was An Old Lady Who Swallowed A
Burger
|
Curriculum Strand
|
Early
Literacy
|
Outcome/Objective
|
Reading
& Viewing
3.1 Regard reading/viewing as sources of
interest, enjoyment, and information
3.3 Engage in reading or reading-like
behaviour as they experience a variety of literature
|
Rationale
|
To
have children participate in large group reading of the magnetic story
|
Question
|
How
are children demonstrating their enjoyment and interest in the magnetic story
|
Assessment Methods
|
Observation
|
Differentiated Instruction
Accommodations/Modifications
|
Read
for several days. Prompt with questions, I wonder what comes next… Place
magnetic story out for children to use on own
|
Resources/Materials
|
Created story pieces, (See photo below)
sticky-magnets for back of story pieces, magnet board/easel, story
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
Read
the story to the children and add the pieces to the magnet board piece by
piece as the story outlines. On day 2, perhaps give out the pieces to the
children and have them come up to the board and place them on as the story is
read. On another day, perhaps, sing the song. Prompt the children with
questions or I wonder statements as to what will come next. Place materials
at a center for use at choice time and observe use.
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
21
Lesson Title/Activity
|
McDonald’s Fries
|
Curriculum Strand
|
Early
Numeracy
|
Outcome/Objective
|
Number
Sense: 1.4 Create sets of a given number (0-10)
|
Rationale
|
To
determine if children are able to create sets of a given number (0-10)
|
Question
|
Are
the children able to create sets of a given number 0-10
|
Assessment Methods
|
Checklist
|
Differentiated Instruction
Accommodations/Modifications
|
Have
number line available for tracking. Teacher help with hand-over-hand counting
1:1 when necessary. Begin with 0-5, progress higher as needed
|
Resources/Materials
|
McDonald’s
fries containers with numbers 0-10 clearly labeled on them. Yellow fun foam
cut with wavy scissors to resemble crinkle cut fries
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
Place
the fries and Empty McDonald containers on the table. In small groups, have
the children choose a French fry container and put the correct number of
fries in it. To add some fun, teacher could pretend to be a customer and
specifically ask for a container with a particular amount of fries and have
the child create the set
|
Reflection
|
Restaurant
Integrated Unit- Darcie Pike-Wilkie
Lesson
22
Lesson Title/Activity
|
Stacking Coffee Cups
|
Curriculum Strand
|
Early
Literacy
|
Outcome/Objective
|
Reading
and Viewing: Begin to recognize some sight words
|
Rationale
|
To
determine which words the children can identify independently and with
support.
|
Question
|
Which
sight words are identified by each student?
|
Assessment Methods
|
Anecdotal
notes
|
Differentiated Instruction
Accommodations/Modifications
|
Could
have words that have not been introduced to class as whole but are on the
sight word list to challenge students. When necessary, make connections to
texts, word wall, etc…to help student.
***See
variation on game in Procedure below for a less challenging version of game
|
Resources/Materials
|
Coffee
cups, marker
|
Sequence of Activities
Procedure,
Instructional Practices,
Groupings,
Student Engagement
|
Write
sight words on bottoms of coffee cups. Place cups on table so words are not
visible to child. Have them turn over cup and identify the sight word. They
continue turning over cups and identifying words until you tell them time is
up. When time is up, they can create a tower by stacking cups with their
cups. For a less challenging game, the cups could be placed upside down so
the sight words are visible. Teacher could say a word and ask the child to
find the cup with that word on it. (Recognize vs identify) To extend the game,
children could write their words down
|
Reflection
|
